Welcome to the very first episode of It's Time for Science! We are creating a podcast aimed directly at the amazing and wonderful science teachers, educators and administrators out there, from Pre-K thru High School, who are engaging students and fostering curiosity about the world around them.

We start off with a fantastic round table discussion with three educators from South Carolina: Yolanda Bennett, Ed Emmer, and Felipe AndreSilva. We couldn't have asked for a more engaging and diverse group, and our conversation ran from discussing Equity in Teaching Science, Dealing with Teacher Burnout in a Post-COVID world, and how science education can and should be a transdisciplanary subject, involving literacy, math, social studies and history. Plus they give teachers some valuable nuggets of advice at the end.

It's Time for Science is produced by School Specialty, along with FOSS, the Full Option Science System, from The Lawrence Hall of Science.

It's Time for Science and it's time to talk about English Language Development (ELD) and translanguaging! Tom talks with Diana Vélez and Claudio Vargas about ELD in the science classroom and discusses their work on translanguaging.

Diana Vélez is a curriculum developer and professional learning provider for the Full Option Science System Project (FOSS K–8) at the Lawrence Hall of Science. She specializes in English language development and the integration of literacy in science teaching and learning. Ms. Vélez assists in the development and implementation of FOSS instructional materials and creates pedagogical resources that support access and equity. She also leads professional learning experiences for educators, administrators, families, and community members using FOSS instructional materials to develop scientific literacy, teacher capacity, and systemic change in schools and districts across the country and internationally. Before coming to the Lawrence Hall of Science, Ms. Vélez was the instructional leader for a science-centered elementary school in Oakland, California and was a founding-member and teacher in a Spanish dual-immersion program. She has two bachelor's degrees from the University of California, Berkeley and bi-lingual teaching credentials from California State University, East Bay.

Claudio Vargas is an educational consultant with Sci-Lingual Education and FOSS at the
Lawrence Hall of Science. He delivers keynote presentations on equity in STEM and creates professional learning experiences for science educators, emphasizing support for Multilingual Learners with language and literacy development. Mr. Vargas has developed and led numerous professional learning programs throughout California, Washington, Texas, and Central America. Mr. Vargas serves on the Board of Directors of the California Association of Science Educators (CASE), a statewide organization dedicated to promoting access and equity in science education. He also served on the National Academies of Sciences, Engineering, and Medicine committee that issued the national Call to Action to advance equitable science education. Previously, Mr. Vargas served as the Coordinator of K-12 Science Programs at the Oakland Unified School District (OUSD), where he led the district's implementation of the NGSS.

Tom begins with Diana and Claudio by discussing translanguaging in the science classroom; including asking what exactly IS translanguaging? They discuss working towards having the mindset that all resources students bring in are assets, including different languages; a brief history of translanguaging–this work is approximately 40 years old, beginning in Wales; in science, having students use ALL their repertoire of knowledge in sense-making; expanding the idea of bringing in prior knowledge to include bringing in understanding in different languages; letting students use everything they bring in to enhance the learning experience (a way students can connect their own individual lived experiences and cultures); learning languages as learning ways of interacting with the world; and how a feeling of belonging and being able to contribute helps students engage in the science classroom. They talk about the ways that translation tools make using different languages more accessible in the classroom; how showing an interest in the language of your students can help them feel valued; a change in mindset for teachers to look at multilingualism as an asset and not a barrier; and how research shows that letting students switch in and out of languages can be beneficial–including for sense-making. They go on to discuss how it's not only "okay" to go back and forth between languages, but it can be beneficial; in science in particular, allowing students to not be limited and to pull upon all their resources; using opportunities to include other languages and seeing those opportunities as opportunities to deepen student le

It's Time for Science, and it's time to talk about science communication! Tom talks with Erin Winick Anthony, science communicator and founder of STEAM Power Media, about what it means to be an effective science communicator, the importance and many components of effectively communicating about STEM/STEAM, her recent time on an ocean mapping expedition aboard the EV Nautilus, and being a competitive pinball player! Tom then talks with Kelly Guarino, Ocean Exploration Trust Communications Lead, about her organization, their ocean expeditions on the EV Nautilus, the fellowship opportunities available to educators of all types (from informal to formal), and internship opportunities available to community college, undergraduate, graduate students, and recent graduates.

Erin Winick Anthony is the founder of STEAM Power Media, a science communication company focused on digital storytelling. Her clients include everyone from lunar rover company Astrolab to women in STEM-focused TV show Mission Unstoppable to parabolic flight company Zero-G. She holds a mechanical engineering degree from the University of Florida, and uses her technical background to serve as a translator between scientists and the public. Erin even sailed on a 2-month ocean expedition aboard the JOIDES Resolution as an onboard outreach officer, and as a science communication fellow aboard E/V Nautilus.

Erin previously worked as a science communication specialist at NASA's Johnson Space Center for the International Space Station where she was awarded NASA's Silver Snoopy, and as a reporter for MIT Technology Review. She has a social media following of more than 250K (@erinwinick) to whom she shares space, science and pinball content. In her free time you can find her playing competitive pinball, hiking, and going to local musicals in Houston, Texas.

It's Time for Science, and it's time to talk about going back to school–with a first on It's Time for Science–talking to actual students! Tom talks with teacher Lisa Lacey about embedded assessment, student collaboration, academic vocabulary, and more! AFTER listening to an interview Ms. Lacey conducted with two students–talking about their experiences in the science classroom!

Lisa Lacey is currently a third-grade teacher living in England. She has spent her career living and working in military communities. She has 26 years of teaching experience in elementary schools, with a language arts reading specialization and a Masters in Education. Ms Lacey has led several writing initiatives and enjoys transferring her passion for teaching writing into helping students develop their scientific responses. She finds it a rewarding experience to witness students' confidence grow as they begin to facilitate sense making discussions and collaborate with others.

Tom and Ms. Lacey begin by discussing what students bring to science, how they can take ownership over collaboration, and she works to empower students with the learning process. They discuss why she chose the students she did to interview, how the students prepared for the interview, and why the interview process was so valuable. Then we have the treat of listening to the students discuss their experiences during science!

After the interview, they discuss how focussing on the embedded assessment notes helped assist Ms. Lacey in helping students better answer the focus questions; they discuss the importance of sense-making at the end of the lesson; her use of hand signals to help include all students, even the more quiet students, then moving on to using academic vocabulary, then later using a student to facilitate a discussion in the classroom; how hand signals can help students feel more comfortable in establishing a safe and engaging classroom environment; the importance of student collaboration and how it applies to everything students do in the classroom; the growth Ms. Lacey sees in students from the beginning to the end of the year in working collaboratively; the critical use of claim, evidence, and reasoning, and how Ms. Lacey brings in other tools and elements from literacy lessons to help students gain the skills and confidence to successfully engage with and answer focus questions; how the word wall can help students and take pressure off of students to remember how to spell; how science notebooks help students make claims; students learn from each other as well, so when some students begin using academic language, the class takes ownership over language; the real importance of the embedded assessment notes and using student notebooks.

Past Episodes on Going Back to School:

Back to School with Science [https://www.foss-science.com/back-to-school-with-science/]

Back to School Readiness [https://www.foss-science.com/back-to-school-readiness/]

Tips and Tricks on Starting Back to School:

Set Goals and Prepare Your Science Classroom for Back to School [https://www.foss-science.com/set-goals-and-prepare-your-science-classroom-for-back-to-school/]

Getting Ready for a New School Year with Science [https://www.foss-science.com/getting-ready-for-a-new-school-year-with-science-tips-for-teachers/]

Want to read more about our guests and catch up on the podcast? Visit our new and improved blog: https://www.foss-science.com/category/podcast/.

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